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MOOCs and Open Education: Implications for Higher Education | Li Yuan & Stephen Powell - JISC CETIS publications

MOOCs and Open Education: Implications for Higher Education | Li Yuan & Stephen Powell - JISC CETIS publications | evalmooc | Scoop.it

This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address.


Via Peter B. Sloep
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Peter B. Sloep's comment, March 25, 2013 9:57 AM
You are right, pity that cMOOCs have not been included as their inclusion would have significantly widened the range of possible outcome scenarios. Still, in defence of the authors, I don't think they set out to cover cMOOCs as well as these are not seen as threatening to HE as it is now.
suifaijohnmak's comment, March 25, 2013 10:08 AM
Yes, I agreed fully with your view :)
verstelle's curator insight, March 26, 2013 3:58 PM

Thorough report from the Brittish JISC/CETIS. 

Many of the reported is not new for those who follow MOOC developments but it is worth reading e.g. for these conclusions:

 

"...there is a significant question for higher education institutions to address: are online teaching innovations, such as MOOCs, heralding a change in the business landscape that poses a threat to their existing models of provision of degree courses? [...] If this is the case, then the theory of disruptive 

innovation suggests that there is a strong argument for establishing an autonomous business unit in order to make an appropriate response to these potentially disruptive innovations"

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MOOC provider EdX goes open source – with an interesting choice of licence | Scott Wilson - OSS Watch team blog

MOOC provider EdX goes open source – with an interesting choice of licence | Scott Wilson - OSS Watch team blog | evalmooc | Scoop.it

Earlier this month EdX, the nonprofit organisation set up by MIT and Harvard to provide a MOOC platform, released part of its code under an open source licence – the Affero GPL.


Via Peter B. Sloep
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Peter B. Sloep's curator insight, March 27, 2013 5:50 AM

What is special here, Scott Wilson argues, is the subtle but important difference between free of charge and open. Many platforms may be used free of charge - Facebook, Google+ - but few are open in the sense that the software that drives them is freely available. edX's XBlock code is not only open in this sentence, but the AGPL code ensures that improvements made to it by users of the code have to be made available to all other users, including of course edX. (@pbsloep)

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Half an Hour: Some Recent MOOCs (March-April, 2013) by Stephen Downes

Half an Hour: Some Recent MOOCs (March-April, 2013) by Stephen Downes | evalmooc | Scoop.it

Via Ana Cristina Pratas
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Interaction Possibilities in #MOOCs – How Do They Actually Happen?

Presentation at 3rd International Conference on Higher Education Development "Future Visions for Higher Education Development"

Via Ana Cristina Pratas
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Gilles Le Page's curator insight, March 28, 2013 5:44 AM

Les composantes clefs des MOOCs sont les échanges : les échanges d'idées, les interactions entre participants, entre participants et enseigants, etc.